Using e-assessment

E-assessment is attracting growing interest, due in part to the expansion of student numbers and increased marking loads, but also to the recognition of the importance of prompt and constructive feedback in enhancing the quality of student learning.

E-assessment can be used for diagnostic, formative or summative assessment, can be supervised or non-supervised, and can take place locally or remotely – for a useful overview see JISC’s guide to e-assessment resources.

Before embarking on the use of e-assessment give full consideration to the advantages and disadvantages, as well as to its appropriateness. Close collaboration between teaching, IT support and administrative staff as well as detailed advance planning is required in order to ensure successful implementation and to address issues such as authentication and security. It is also essential to ensure that the purpose of the assessment relates to the intended learning outcomes of the course or programme.

E-assessment in law

• Assessing by multiple choice question (MCQ) tests – teaching resource note by Edwina Higgins and Laura Tatham (Manchester Metropolitan University) with 12 FAQs and a guide to further reading
• An exploratory study into the use of interactive technology to teach law – paper by Catherine Russell (Manchester Metropolitan University) on the potential of electronic voting systems (clickers) in enhancing lecture interactivity and engagement
• Online formative assessment: does it work? – report by Paul Catley (University of the West of England) on his research into the use of MCQs
• What can electronic voting systems add to the classroom experience? – overview by Penny Wiggins (Blended Learning Unit, University of Hertfordshire)
• the Accessibility Checklist Game – learning object highlighting the accessibility considerations of e-assessments developed by Simon Ball (JISC TechDis Service) and Helen James (University of Winchester)

Last Modified: 4 June 2010